Scripta : English Department Journal

The Development of Snake and Ladder Game to Teach Speaking Skill

2025-06-10T00:24:12+07:00

Speaking skills are crucial in language learning, but many junior high school students in Indonesia struggle with confidence and fluency due to unengaging teaching methods. A preliminary questionnaire at MTs Ma’arif NU Bacem Ponggok found that 70% of seventh graders disliked English, with 43.33% lacking confidence in speaking. Additionally, 56.67% felt the teaching methods and media were insufficient, and teachers rarely used media due to limited facilities. This study aims to develop a Snakes and Ladders Game to improve students' speaking proficiency. Using the Research and Development (R&D) method with the ADDIE model, the study followed five stages: Analysis, Design, Development, Implementation, and Evaluation. The game was tested with 30 seventh-grade students at MTs Ma’arif NU Bacem Ponggok Blitar. Data was collected through interviews, questionnaires, and expert validation. Results showed that 86% of students rated the game as “Very Feasible,” and expert validation rated it 95% and 90% “Very Valid” for material and media. The study concludes that the Snakes and Ladders Game is an effective tool to enhance speaking skills by fostering engagement and boosting confidence.

The Influence of Students’ Critical Thinking towards Their Reading Comprehension Ability

2025-06-11T01:18:02+07:00

Reading comprehension is essential in English learning, but many students still face difficulties despite having good basic skills. Previous studies often separated the discussion of critical thinking and reading comprehension, leaving a gap in understanding their relationship, especially in EFL contexts. This study aims to investigate how students’ critical thinking skills on their reading comprehension. Using a quantitative correlational design, data were collected through questionnaires and comprehension tests involving 65 eleventh-grade students from SMAN 8 Purworejo. The findings reveal a moderate but significant correlation (r = 0.459, sig. = 0.000), with critical thinking contributing 21.1% to reading comprehension (R square = 0.211). The study concludes that enhancing critical thinking skills can improve students’ reading comprehension. Thus, English educators should adopt student-centered approaches that integrate critical thinking to support deeper reading engagement and better academic performance.

Learning Style Influence on Senior High School Students’ Reading Ability

2025-06-11T02:11:33+07:00

This study aims to determine the effect of students' learning styles on their reading ability, especially in class XI of SMA Negeri 8 Purworejo, in the 2024/2025 academic year. The approach used is quantitative with ex post facto and correlational designs. The sample of this study was 40 students selected using purposive sampling techniques. Data collection instruments were in the form of learning-style questionnaires and objective reading tests. The results of the analysis using Pearson Product-Moment showed a significant relationship between visual, auditory, and kinesthetic learning styles and students' reading ability, with a significance value of 0.000 <0.05. The calculated r values were 0.592 for visual, 0.607 for auditory, and 0.657 for kinesthetic. Learning styles contributed 57.7% to students' reading ability. This finding confirms that adjusting learning methods to students' learning styles has a positive effect on improving reading ability. This study is expected to be a reference for teachers in designing adaptive and student-centered learning strategies.

Implementation of Think Pair Share Model to Improve Recount Text Comprehension

2025-06-11T02:36:28+07:00

This study aims to describe and analyze the application of the Think Pair Share (TPS) learning model in improving students' comprehension of recount texts in Class X-3 at SMAN 8 Purworejo. Conducted as a Classroom Action Research (CAR), it consisted of three cycles, each encompassing planning, action, observation, and reflection. The subjects were 36 students (20 females, 16 males). The study utilized qualitative descriptive methods and data collection through observation and written tests. Results indicated a significant improvement in reading comprehension: 50% of students achieved comprehension in Cycle 1, increasing to 72.22% in Cycle 2 and 88.89% in Cycle 3. The TPS model effectively fostered students' understanding and communication skills. This research concludes that TPS is a viable strategy to enhance students' reading comprehension and interactive learning.

Development of Interactive Video to Teach English Speaking Skills for Seventh Grade Students

2025-06-11T06:10:11+07:00

This study aims to develop an interactive video media to teach English speaking skills in seventh grade. This research uses RnD with the ADDIE model. With a research sample of 32 students in seventh grade of MTs Sunan Kalijogo Ngadri. Data collection was done by giving questionnaires, unstructured interviews, and tests. The results showed a positive response. The results of the media validator reached 97,5% which means “very valid”. The results of the material validator reached 95% which means “very valid”. The test results for students in the form of pre-test and post-test with N-Gain index reached 0,7900 which means “high”. The total student response satisfaction questionnaire after using the media reached 88,125% which means “very feasible”. Thus, the interactive video as a learning media for English speaking skills can be used especially in the seventh grade of junior high school.

Digital Mind-Mapping in EFL Learners‘ Speaking: Seeking the Improvement

2025-06-11T18:25:18+07:00

This study explores the integration of digital mind mapping to enhance the speaking skills of ninth-grade learners at SMP Darul Hikmah Kutoarjo. The research adopts a CAR, which is a Classroom Action Research approach, which is conveyed over two stages. This research addresses concerns, particularly limited idea generation, less motivation in speaking, and lack of self-confidence among learners. Data analysis employed research findings, data visualization, and data reduction techniques. Results indicated a notable improvement in learners' speaking skills, with mean scores increasing from 63.5 in cycle 1 to 70.1 in cycle 2. The study observed a progressive percentage increase of approximately 9.29% in cycle 1 and 10.39% in cycle 2, highlighting significant enhancements in learners' speaking proficiency.

The Effectiveness of Using Cup Stacking Game to Improve Speaking Skills

2025-06-11T19:11:44+07:00

The Cup Stacking Game is an effective instrument for improving pupils' speaking skills. This study investigates the efficacy of a cup stacking game in enhancing students' speaking abilities. This study seeks to elucidate the speaking abilities of eighth-grade students at SMP Negeri 3 Gombong for the academic year 2024–2025 and to ascertain the efficacy of the cup stacking game as a method for improving these skills. This investigation was designated as experimental research. The research population consisted of eighth-grade students. The sample comprised 64 pupils segregated into two classes. The researcher employed a test as a tool to get the data. The researcher employed both inferential and descriptive statistical analyses to evaluate the data. Upon analysis of the data, the mean score of the experimental group exceeds that of the control group (78.25 > 72.13). Additionally, the t-value is -3.491 with a two-tailed significance. The value is less than 0.05 (<0.001<0.05), signifying the acceptance of Ha and the rejection of Ho. The study's findings indicate that the Cup Stacking Game improves the speaking ability of eighth-grade students.

Lesson Study and the Improvement of Teachers’ Creativity in Teaching for Secondary Students

2025-06-10T00:36:38+07:00

This study aims to explore the efficacy of lesson study as a means to enhance the creativity of teachers in secondary education. Lesson study, a professional development practice originating from Japan, involves collaborative planning, observing, and analyzing learning and teaching in 'research lessons.' This participatory and reflective process fosters a supportive environment where teachers can innovate and refine their pedagogical techniques. The research four teachers from different subjects of Secondary School, participated in the study. The investigation employed Case Study Approach design to investigate how engaging in lesson study impacts teachers' ability to devise creative instructional strategies, thereby enhancing students’ engagement and learning outcomes. The findings suggest that lesson study not only promotes professional growth among educators but also leads to a more dynamic and stimulating classroom environment. By integrating collaborative reflection and continuous improvement, lesson study emerges as a vital tool for fostering creativity and improving the overall quality of secondary education.

An Analysis of Students' Grammatical Errors with AI Assistance in Writing Descriptive Texts

2025-06-10T03:08:04+07:00

This study aims to analyze grammatical errors made by tenth-grade students of SMK Ma'arif NU 1 Bener in writing descriptive texts, particularly with the assistance of artificial intelligence (AI) tools. Employing a descriptive qualitative method, the study identifies and categorizes grammatical errors based on the taxonomy: omission, addition, misformation, misordering, and capitalization. The data were collected from students' written texts and analyzed using qualitative data analysis procedures, including data reduction, data display, and conclusion drawing. The study reveals the nature and patterns of grammatical errors in students' writing, providing insight into their common linguistic challenges. The integration of AI assistance, such as ChatGPT and other tools, is also examined to support students' writing performance. The findings of this research are expected to contribute to more effective instructional strategies to improve students' grammar mastery in descriptive writing.

The Effectiveness of Interactive Learning Method toward Students' Speaking Ability

2025-06-04T06:30:06+07:00

This research examines the efficacy of interactive learning techniques in enhancing students' speaking skills in English. A quantitative approach with a correlational design was employed, involving 65 students from two vocational high school classes divided into experimental (interactive) and control (non-interactive) groups. Data were collected through observations and speaking tests, assessed using five criteria: pronunciation, grammar, fluency, vocabulary, and comprehension. The results indicate a notable enhancement in the post-test scores of the interactive class in comparison to the non-interactive class, with a significant effect size (Cohen’s d = 1. 80). Statistical tests verified normality, variance homogeneity, and significant differences in learning gains, supporting the conclusion that interactive learning methods are highly effective in enhancing students' English speaking skills.