Scripta : English Department Journal https://jurnal.umpwr.ac.id/scripta <pre>Abbreviation :scripta<br>DOI Prefix :10.37729/scripta<br>ISSN :(e) <a title="ISSN online" href="http://u.lipi.go.id/1450760082">2746-2706</a>, (p) <a title="ISSN Print" href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&amp;1348493198&amp;1&amp;&amp;" target="_blank" rel="noopener">2302-6677 </a>(p)<br>Type of review :Single Blind<br>Frequency :Twice a year (June and October)<br>Editor in Chief :<a href="https://scholar.google.com/scholar?hl=id&amp;as_sdt=0%2C5&amp;q=edi+sunjayanto+&amp;btnG=&amp;oq=edi+s">Edi Sunjayanto Masykuri</a><br>Indexing :Garuda, Google scholar, Dimension, SINTA 3 <br>Focus &amp; Scope :Linguistics, Literature and English Education</pre> Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia en-US Scripta : English Department Journal 2302-6677 The Development of Snake and Ladder Game to Teach Speaking Skill https://jurnal.umpwr.ac.id/scripta/article/view/6184 <p>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&amp;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.</p> Naila Nur Azizah Widiarini Widiarini Tyas Alhim Mubarok Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-03 2025-06-03 12 1 1 13 10.37729/scripta.v12i1.6184 The Influence of Students’ Critical Thinking towards Their Reading Comprehension Ability https://jurnal.umpwr.ac.id/scripta/article/view/6294 <p>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.</p> Lestiana Indriani Semi Sukarni Juita Triana Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-03 2025-06-03 12 1 14 22 10.37729/scripta.v12i1.6294 Learning Style Influence on Senior High School Students’ Reading Ability https://jurnal.umpwr.ac.id/scripta/article/view/6330 <p>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 &lt;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.</p> Kholifatul Munadhiroh Sudar Sudar Juita Triana Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-03 2025-06-03 12 1 23 31 10.37729/scripta.v12i1.6330 Implementation of Think Pair Share Model to Improve Recount Text Comprehension https://jurnal.umpwr.ac.id/scripta/article/view/6068 <p>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.</p> Lela Ainu Sakina Vina Annisa Rahmawati Abdul Ngafif Sujarwo Sujarwo Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-04 2025-06-04 12 1 32 39 10.37729/scripta.v12i1.6068 Development of Interactive Video to Teach English Speaking Skills for Seventh Grade Students https://jurnal.umpwr.ac.id/scripta/article/view/6238 <p>This study aims to develop an&nbsp;interactive video media to teach English speaking skills in seventh grade. This research uses RnD with the ADDIE model.&nbsp; 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.</p> Putri Hilda Vanessa Tyas Alhim Mubarok Siti Rofi’ah Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-03 2025-06-03 12 1 40 51 10.37729/scripta.v12i1.6238 Digital Mind-Mapping in EFL Learners‘ Speaking: Seeking the Improvement https://jurnal.umpwr.ac.id/scripta/article/view/5252 <p>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&nbsp;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.</p> Riya Hanita Sari Junaedi Setiyono Puspa Dewi Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-04 2025-06-04 12 1 52 58 10.37729/scripta.v12i1.5252 The Effectiveness of Using Cup Stacking Game to Improve Speaking Skills https://jurnal.umpwr.ac.id/scripta/article/view/6113 <p>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 &gt; 72.13). Additionally, the t-value is -3.491 with a two-tailed significance. The value is less than 0.05 (&lt;0.001&lt;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.</p> <p>&nbsp;</p> Rumaisha Allatifah Sudar Sudar Juita Triana Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-04 2025-06-04 12 1 59 65 10.37729/scripta.v12i1.6113 Lesson Study and the Improvement of Teachers’ Creativity in Teaching for Secondary Students https://jurnal.umpwr.ac.id/scripta/article/view/6173 <p>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. &nbsp;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.</p> Dwi Juliastuti Semi Sukarni Sudar Sudar Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-10 2025-06-10 12 1 66 74 An Analysis of Students' Grammatical Errors with AI Assistance in Writing Descriptive Texts https://jurnal.umpwr.ac.id/scripta/article/view/6306 <p>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.</p> Yapu Lila Baruna Andrian Nuriza Johan Edi Sunjayanto Masykuri Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-10 2025-06-10 12 1 75 84 10.37729/scripta.v12i1.6306 Educaplay for High School Students in Improving Writing Skills: A Teacher’s Perspective https://jurnal.umpwr.ac.id/scripta/article/view/6398 <p>The incorporation of digital tools in language learning has transformed the teaching of conventional writing into a more interactive and exciting alternative. This research examines how teachers evaluate and interact with Educaplay when teaching writing to senior high school students. A qualitative case study method was employed, involving three English teachers from two high schools in North Sumatra who had used Educaplay consistently for at least one semester. Data were collected through questionnaires, semi-structured interviews, and classroom observations, then analyzed thematically. The results revealed that teachers perceived Educaplay as useful in increasing student engagement, motivation, and development of writing structures. Its interactive elements such as gamification and real-time feedback enabled students to be more active contributors, improving their ability to organize ideas, structure paragraphs, and apply grammar rules. Challenges included limited access to technology, time-consuming material preparation, and the need to integrate Educaplay with traditional teaching. To address these, teachers combined direct instruction with Educaplay and peer collaboration. Thus, Educaplay plays a critical role in supporting writing instruction but is most effective in blended learning environments. Further research is recommended to explore its long-term impact on students’ writing development in various&nbsp;settings.</p> Nur Hasanah Benni Ichsanda Rahman Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-21 2025-06-21 12 1 85 100 10.37729/scripta.v12i1.6398 Enhancing Vocabulary Mastery: Students’ Perspectives of Marbel Learn English as a Learning Tool https://jurnal.umpwr.ac.id/scripta/article/view/6397 <p>This study aims to explore students' perceptions of the Marbel Learn English application as a learning tool for improving English vocabulary. Using a qualitative research approach with a case study design, this study involved 15 seventh-grade students from a junior high school in Serdang Bedagai. Data were collected through interviews, observations, and documentation and analyzed using thematic analysis techniques. The findings indicate that students generally have a positive perception of the application due to its ease of use, interactive features, and gamification elements that enhance engagement. The use of Marbel Learn English positively impacts vocabulary retention, independent learning, and contextual understanding of words. However, challenges were identified, such as the structured learning progression that requires students to complete challenges before advancing to new levels, which some students found restrictive. These findings suggest that Marbel Learn English has great potential as an effective vocabulary learning tool, but further improvements in flexibility and vocabulary diversity could enhance the learning experience. This study provides valuable insights for educators on integrating mobile applications into vocabulary learning and offers recommendations for developers to refine the application’s features for better student engagement and learning outcomes.</p> Siti Julaika Rahmah Fithriani Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-21 2025-06-21 12 1 101 110 10.37729/scripta.v12i1.6397 The Effectiveness of Interactive Learning Method toward Students' Speaking Ability https://jurnal.umpwr.ac.id/scripta/article/view/6358 <p>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&nbsp;skills.</p> Marcella Sinta Bella Juita Triana Edi Sunjayanto Masykuri Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-04 2025-06-04 12 1 111 121 10.37729/scripta.v12i1.6358 English Teachers’ Challenge in Implementing Merdeka Curriculum at Islamic Boarding School https://jurnal.umpwr.ac.id/scripta/article/view/6401 <p>The implementation of the <em>Merdeka</em> Curriculum in Islamic boarding schools presents unique challenges for English language teachers. While much research has focused on the <em>Merdeka</em> Curriculum in general education, studies on its application in pesantren, especially in English language teaching (ELT), remain limited. This research gap is significant, as pesantren play a&nbsp;crucial role in Indonesia’s education system. This study examines the challenges faced by teachers in designing lesson plans, delivering instruction, utilizing media, and conducting assessments in English language teaching under the <em>Merdeka</em> Curriculum. Using a&nbsp;qualitative case study approach, data were collected from two teachers one experienced and one novice through semi-structured interviews, document analysis, and classroom observations. The findings identified four main challenges: limited understanding of the curriculum, diverse student needs, low student motivation, and inadequate teaching resources. Despite these challenges, teachers employed strategies such as integrating religious content into English lessons, utilizing digital tools, and applying innovative teaching methods to engage students. This study highlights the need for professional development, mentoring programs, and improved access to teaching resources to support the effective implementation of the <em>Merdeka</em> Curriculum in <em>pesantren</em>.</p> Masriyanti Nasution Diah Safithri Armin Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-24 2025-06-24 12 1 122 131 10.37729/scripta.v12i1.6401 Examining the Four-Stage Writing Process and Students’ Learning Outcomes in EFL Setting https://jurnal.umpwr.ac.id/scripta/article/view/6392 <p>This study examines the implementation of the four-stage writing process—prewriting, organizing, drafting, and revising—and its impact on students’ learning outcomes in an EFL writing classroom at the senior high school level. Using qualitative methods, including classroom observation, student interviews, and document analysis, the study highlights the teacher’s role in facilitating the writing process through clear instruction and both individual and whole-class feedback, guided by a process-based approach. Findings reveal that the writing strategies were effectively implemented by the teacher. After undergoing a series of structured writing stages, students demonstrated increased writing awareness, as reflected in the improved coherence, structure, and clarity of their writing. Additionally, students showed greater interest and motivation in engaging with writing tasks. However, the study also found that peer feedback—although a key component of process-based instruction—requires structured training, as it demands specific skills that many students have not yet fully developed. The study highlights the need for process-based teaching that provides focused guidance throughout each stage of writing.</p> Fitrisia Shiren Virdinia Ayu Fatmawati Irwan Sulistyanto Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-24 2025-06-24 12 1 132 145 10.37729/scripta.v12i1.6392 Enhancing Students' Speaking Skills through the El Yasir Method at an Islamic Boarding School https://jurnal.umpwr.ac.id/scripta/article/view/6546 <p>This study investigates the impact of the El Yasir Method on improving the English-speaking skills of students at the El Yasir English Club in Roudlotul ‘Ulum Islamic Boarding School, Kebumen, Indonesia. Despite the recognized importance of English-speaking skills for global communication, there is a paucity of research investigating contextually appropriate and integrated methods tailored to Islamic boarding schools, where authentic English exposure is limited. Employing a descriptive qualitative approach complemented by quantitative assessments, the study involved 14 active student participants. Data were collected through semi-structured interviews, observations, and repeated speaking tests over four phases. Results indicate significant improvements in fluency, vocabulary acquisition, pronunciation, and speaking confidence. The method’s holistic design—combining phonetic instruction, vocabulary memorization, immersive English-only environments, and authentic communicative activities such as public speaking and interaction with foreign tourists—addresses both linguistic and affective learning domains. Despite social and environmental challenges limiting English use beyond the club, the program fostered substantial gains in oral proficiency. This study contributes valuable insights into English language education within Islamic boarding schools and proposes the El Yasir Method as a replicable model for similar contexts. Future research should explore longitudinal impacts and strategies to overcome sociocultural barriers.</p> Akhmad Najmudin Atik Muhimatun Asroriyah Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-25 2025-06-25 12 1 146 155 10.37729/scripta.v12i1.6546 The Effectiveness of Digital Mind Mapping Using GitMind Application to Teach Writing Descriptive Text https://jurnal.umpwr.ac.id/scripta/article/view/5867 <p>This research is conducted to determine the effectiveness of digital mind mapping using GitMind application to teach writing descriptive text. A pre-experimental research design with a one-group pretest-posttest design was used in this study. The study sample consisted of 36 students enrolled in Class XE that was obtained through cluster random sampling. Pre-test and post-test instruments were administered, revealing an increase in the students’ mean score from 69.56 to 78.42. The paired sample t-test resulted in a t-statistic of 6.396, which was higher than the t-critical (2.03). This result demonstrated a statistically significant difference observed between pre-test and post-test scores. Moreover, the findings confirmed the alternative hypothesis (H<sub>a</sub>) and refuted the null hypothesis (H<sub>0</sub>), based on a p-value of 2.33E-07, which was significantly lower than the established significance level (0.05). The results supported that digital mind mapping using GitMind effectively facilitated the teaching of descriptive text writing. Furthermore, the results showed that the effect size of the treatment was 1.066, categorized as a “strong effect”. Based on these findings, it is recommended to utilize GitMind, a digital mind mapping tool, for teaching writing descriptive text.</p> Nadila Hafidzah Regina Regina Yanti Sri Rezeki Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-25 2025-06-25 12 1 156 163 An Asynchronous Learning to Improve Vocabulary Building by Using YouTube Channel https://jurnal.umpwr.ac.id/scripta/article/view/6331 <p>This study investigates the impact of YouTube usage on enhancing the vocabulary of eleventh-grade students at Vocational PN 2 Purworejo. This methodology employs a mixed approach, incorporating qualitative data from initial and final interviews and quantitative data derived from student test scores that explicitly address specific questions. This study demonstrates a substantial enhancement after viewing the Vocab App-Learn English Words channel. This study examines the utilization of YouTube by students to enhance their vocabulary. Descriptive qualitative research is employed to analyze the data. The issue statement encompasses problem orientation, student organization and learning, problem inquiry, results presentation, and problem-solving process analysis and assessment. Data collection was conducted utilizing interview methods. This study emphasizes the efficient and pertinent use of YouTube in enhancing vocabulary amongst restricted speaking possibilities. Despite the positive findings, further research over an extended duration is advised to examine students' YouTube utilization during academic learning. While this study suggests that YouTube has a positive impact on vocabulary development among vocational eleventh graders, it does not provide an in-depth look at long-term retention, learner autonomy, engagement levels, or comparisons to other learning platforms or traditional teaching approaches. This study finds that integrating YouTube into English language instruction fosters a more interesting and supportive learning environment, promoting fluency and confidence in asynchronous learning.</p> Desi Sukmawati Edi Sunjayanto Masykuri Juita Triana Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-25 2025-06-25 12 1 164 173 10.37729/scripta.v12i1.6331 Masculinity of the Woman in Character of Merida in Andrews and Chapman's Movie Brave https://jurnal.umpwr.ac.id/scripta/article/view/6388 <p>This research aims to investigate and analyze the masculine characteristics of the character Merida in <em>Brave</em>, produced in 2012 by Pixar and released by Disney. This research talks about Merida's character in the film, starting from how she responds to problems, how she behaves, how she solves problems, and what she says. The analysis uses content analysis, where each scene and dialogue will be observed more deeply, including facial expressions and the atmosphere in the film. In addition to analyzing Merida's character, this research also talks about what hidden messages Merida conveys in every dialogue and song she sings. These messages point to Merida's artistry and resilience in fighting the myths.</p> Anzalina Salsabila Abdillah Nugroho Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-27 2025-06-27 12 1 174 184 10.37729/scripta.v12i1.6388 Unlocking Creative Writing: How Mind Mapping Boosts Descriptive Text Skills in Thai Students https://jurnal.umpwr.ac.id/scripta/article/view/6256 <p><span style="font-weight: 400;">This study focuses on Unlocking Creative Writing Potential: How Mind Mapping Boosts Descriptive Writing Skills in Thai Students because the researcher wanted to find out how mind mapping improves Thai Students' creative writing in descriptive skills. Participants in this study were secondary schools in Satun, Thailand consisting of 30 participants. This study applied a mixed-methods approach, gathering qualitative data through direct observation and quantitative data through questionnaires focused on students' perspectives regarding their experiences with mind mapping, descriptive text skills, and overall impact. The data were processed using a Likert scale and analyzed through descriptive statistics. The results revealed that the boys' class showed better skills in descriptive text related to categorizing shapes, types, and characteristics in mind mapping, whereas the girls' class displayed a better level of creativity in their mind mapping approach when compared to the boys' class. Based on the data results, from the 2 classes, the majority respondents expressed agreement regarding the study. Many respondents stated an increase in motivation and a positive influence on their descriptive text skills as a result of implementing mind mapping. The findings indicate that mind mapping significantly influences students' engagement, creativity, and enthusiasm in understanding the content of the text and learning descriptive text that was previously unfamiliar to them.&nbsp;</span></p> Meutia Azzahra Khairun Niswa Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-06-27 2025-06-27 12 1 185 194 10.37729/scripta.v12i1.6256 From Words to Understanding: Tracing the Path from Vocabulary to Comprehension https://jurnal.umpwr.ac.id/scripta/article/view/6522 <p>This study aimed to determine students' mastery of English vocabulary and reading comprehension levels, as well as the correlation between these two variables. This study employed a quantitative approach, which involved both descriptive and correlational analyses. The instrument of this study was a test adapted from Ratnawati (2006). The study's respondents were 108 grade 7 students from a public junior high school. The results showed that the level of students’ English vocabulary mastery was poor (M = 38.39). It means that the students have limited mastery of vocabulary. Additionally, the results showed that the level of students’ reading comprehension was fair (M = 48.93). It means that students somehow still struggle to comprehend reading texts. Finally, this study found a significant positive correlation between students’ English vocabulary mastery and their reading comprehension, as indicated by a <em>p-value</em> of 0.000 and an <em>R</em>-value of 0.471. Therefore, students must develop an awareness of improving their vocabulary mastery by memorizing words and attempting to find the meaning of unfamiliar words in reading texts so that they can enhance not only their English vocabulary mastery but also their reading comprehension.</p> Arlen Herny Tumbal Virginia Gabrella Sengkey Copyright (c) 2025 Scripta : English Department Journal https://creativecommons.org/licenses/by-sa/4.0/ 2025-07-08 2025-07-08 12 1 195 202 10.37729/scripta.v12i1.6522