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All Journal EEdJ: English Education Journal Edunomika Journal: Studies in Education and Development Economics
Wagiyo, Supiah
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Effect of Greeting Card Media on Students’ Writing Skill Septiani, Irefi; Wagiyo, Supiah; Juriana, Juriana
EEdJ: English Education Journal Vol. 3 No. 2 (2023): English Education Journal 2023
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/eedj.v3i2.4473

Abstract

The research was aimed to know about the effect of greeting card media on students’ ability in writing of eighth grade at junior high school in Bangka Belitung. This experimental study employed quasi experimental design. The samples used was the 8th grade students of high school many as 54 students. The research used a writing test as a data collection technique. In the technique of analyzing the data, the research used t-test was in the form of paired sample t-test to test the hypothesis through the SPSS. The finding showed an improvement in students' writing when they used greeting card media. The result of t-obtained 5.712 was greater than the t-table 2.007. The result of 2-tailed significance 0,00 have less score than 0,05. Thus, it menas that the experimental group had a greater performance than the control group.
Using Extending Concept through Language Activities (ECOLA) Technique to Improve Students’ Reading Comprehension Skill Pratama, Riyadi; Wagiyo, Supiah; Rahman, Priyanggo Karunia
EEdJ: English Education Journal Vol. 2 No. 2 (2022): Vol. 2, No. 2 (October 2022)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/eedj.v2i2.2778

Abstract

The objective of this study was to find out whether there is a significant difference in students’ reading comprehension between the experimental and the control group. The sample of this study were taken from two classes of the second year of a private high school in Bangka Belitung province. This study is an experimental study with quasi-experimental design. The data were collected through Observation and Test. They were then analyzed by using T-Test.The result showed that the rxy (17.16) was higher compared to rtable at significant level (0.432). Thus, the alternative hypothesis (Ha) was accepted and null hypothesis (H0) was rejected. Furthermore, there was a significant difference between students’ reading skill of the experimental class and those of the control one. In conclusion, the students’ reading comprehension in narrative text has been improved by using Extending Concept through Language Activities.
Classroom Assessment Perceptions among EFL Students: An Analysis Using the Student Perception Assessment Questionnaire (SPAQ) Wagiyo, Supiah; Putri, Diyola Rahmadona
EEdJ: English Education Journal Vol. 5 No. 2 (2025): English Education Journal 2025
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/mbx76361

Abstract

This study explored students' perceptions of classroom assessment using the Student Perception Assessment Questionnaire (SPAQ) among English Language Education Department (TBI) students at IAIN Syaikh Abdurrahman Siddik Bangka Belitung. The research aimed to examine differences in perception across semesters II, IV, VI, and VIII, and to identify assessment methods used by lecturers. Data collected through questionnaires were analyzed quantitatively, with SPAQ showing high reliability (Cronbach alpha = 0.908). Results showed that students' perceptions were generally high, with the highest mean found among sixth-semester students, suggesting that maturity and study duration influence perceptions. The Authenticity dimension received the highest score, indicating that students view assessments as relevant to real-life contexts. Lecturers primarily employed authentic assessments, including performance, portfolio, and self-assessment methods. Statistical analysis (ANOVA) revealed no significant differences in perception scores across semesters, F (3, 38.724) = 0.159, p = .923. It is recommended that future research incorporate psychological factors, learning maturity, environmental influences, and academic achievement to further understand student perceptions of classroom assessment.
TEACHERS' LEADERSHIP STYLE AND STUDENTS' LEARNING MOTIVATION IN JUNIOR HIGH SCHOOLS Wagiyo, Supiah; Nawanto, Condro
Edunomika Journal : Studies In Education And Development Economics Vol. 1 No. 1 (2026): March
Publisher : Magister Program Studi Pendidikan Ekonomi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edunomika.v1i1.53235

Abstract

Teachers' leadership style is a critical determinant of instructional effectiveness, particularly in English as a Foreign Language (EFL) contexts where student engagement is essential. This study aims to identify the dominant leadership styles applied by English teachers and to evaluate the level and characteristics of students' learning motivation in junior high schools on Bangka Island. Employing a quantitative survey design, data were collected from 20 English teachers and 20 seventh-grade students. The Leader Behavior Description Questionnaire (LBDQ) and a multi-dimensional motivation scale were utilized. Data analysis involved descriptive statistics and mapping into the Ohio State leadership quadrants. Findings reveal that teachers predominantly exhibit a "High Initiating Structure and High Consideration" style (Quadrant III), indicating an effective balance between task-oriented and relationship-oriented behaviors. Students' motivation was generally high, driven by strong internal factors such as sense of agency (84%) and need for action (76%). However, external support from "significant others" showed significant variability. The study suggests that teacher leadership is not a fixed trait but a situational capability to synchronize instructional structure with students' psychological needs, thereby fostering an optimal EFL learning environment.
Co-Authors Juriana Juriana Nawanto, Condro Pratama, Riyadi Putri, Diyola Rahmadona Rahman, Priyanggo Karunia Septiani, Irefi