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All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora
Siswana Siswana
Universitas Muhammadiyah Prof. Dr. Hamka Jakarta
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Investigating the Relationship Between Reading Environment and Reading Comprehension of High School EFL Students Adisty Arya Putri; Siswana Siswana
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.441

Abstract

This study aims to investigate the relationship between students' reading environment and their reading comprehension achievement among high school EFL (English as a Foreign Language) students. A quantitative correlational research design was employed, conducted at a vocational high school in Condet, East Jakarta, involving 90 Grade X students selected through cluster random sampling. Data were gathered using two instruments: a reading environment questionnaire encompassing three dimensions physical/classroom environment, digital reading environment, and ecological/community environment along with a multiple-choice reading comprehension test. The data were analyzed using the Pearson Product-Moment Correlation test via IBM SPSS Statistics version 26. The results revealed a correlation coefficient of 0.622 with a significance value of 0.000, indicating a significant and strong positive relationship between the reading environment and students' reading comprehension. Furthermore, the coefficient of determination (R²) of 0.387 demonstrated that the reading environment contributes 38.7% to the variance in reading comprehension scores, while the remaining 61.3% is attributed to other internal factors not examined in this study, including vocabulary mastery, background knowledge, and intrinsic learning motivation. This study underscores the importance of establishing a holistic and optimized reading environment as a critical foundation for long-term literacy development among EFL learners.
EFL Students’ Acceptance of AI Tools in English Writing: A Technology Acceptance Model Perspective : A Technology Acceptance Model Perspective Resti Paulijah; Siswana Siswana
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.490

Abstract

The increasing use of Artificial Intelligence (AI) tools has influenced various aspects of education, including English writing. This study aimed to investigate EFL students’ acceptance of AI tools in English writing using the Technology Acceptance Model (TAM). A quantitative survey design was employed, involving 151 EFL university students from several universities in Jakarta who had experience using AI tools such as ChatGPT, Gemini, and Grammarly in writing activities. Data were collected through an online questionnaire consisting of four TAM dimensions: Perceived Usefulness, Perceived Ease of Use, Attitude Toward Using AI Tools, and Behavioral Intention. The questionnaire demonstrated satisfactory reliability, with Cronbach’s Alpha values ranging from 0.806 to 0.881. The data were analyzed using descriptive statistics. The findings revealed a high level of acceptance of AI tools across all dimensions. Behavioral Intention showed the highest mean score (M = 20.85), followed by Attitude Toward Using AI Tools (M = 20.83), Perceived Ease of Use (M = 20.70), and Perceived Usefulness (M = 20.26). The results indicate that students perceived AI tools as useful, easy to use, and beneficial in supporting various stages of the writing process. Overall, the study suggests that AI tools have been positively accepted by EFL students and may serve as valuable resources for enhancing English writing activities in higher education contexts.
Co-Authors Adisty Arya Putri Resti Paulijah