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All Journal Wiralodra English Journal (WEJ) Journal of English Education and Teaching (JEET)
Fernandita Gusweni Jayanti
Universitas Bengkulu
Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Correlation between Reading Self-Efficacy and Reading Comprehension Dona Rahma Fitri E.; Dedi Sofyan; Fernandita Gusweni Jayanti
Journal of English Education and Teaching Vol 3, No 1 (2019)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (196.656 KB) | DOI: 10.33369/jeet.3.1.1-13

Abstract

AbstractThe purpose of this research was to find out the correlation between reading self-efficacy and reading comprehension. The research applied correlational study which used quantitative design. The sample was 273 of twelfth grade students of science class at SMAN 5 Bengkulu. The data were collected by using two instruments: (1) the reading self-efficacy questionnaire which was used to measure the students’ reading self-efficacy and (2) reading comprehension test which was used to know the students’ reading comprehension. The correlation between the two variables was calculated by using Pearson Product Moment in SPSS 15. The result shows that there is a significant correlation between reading self-efficacy and reading comprehension. The score of significance level is < 0.05 (0.000 < 0.05) which means that H1 was accepted and H0 was rejected. So, it can be inferred that the higher the reading self-efficacy, the higher the reading comprehension. Keywords: Reading Comprehension; Self-Efficacy
EXAMINING INDONESIAN EFL STUDENTS’ ACCEPTANCE OF CHATGPT AS A SUPPLEMENTARY ENGLISH GRAMMAR LEARNING RESOURCE Taufik Akbar Azwar; Fernandita Gusweni Jayanti
Wiralodra English Journal Vol. 9 No. 1 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i1.402

Abstract

As Artificial Intelligence (AI) becomes increasingly prominent in multiple domains, including education, the scrutiny of the acceptance of this technology is critical for future educational agendas. ChatGPT is an example of AI that garners attention in the English Language Teaching (ELT) domain. This present study sought to evaluate English as a Foreign Language (EFL) students’ acceptance of the pedagogical implementation of ChatGPT as an English grammar learning resource in classrooms. To this end, a descriptive quantitative design was employed. A questionnaire rooted in the Technology Acceptance Model (TAM) was adapted to investigate 98 middle school students’ technological acceptance of ChatGPT upon completing a 6-week language teaching. Several items under the concern construct were added to the questionnaire to explore students’ concerns about using ChatGPT. The results suggest that the students generally had a constructive view of the usefulness, ease of use, attitude, and continuance intention to leverage ChatGPT to learn English grammar. However, some students raised concerns, such as becoming excessively reliant on ChatGPT, receiving inaccurate responses, deteriorating advanced cognitive skills, and possible academic misconduct. For pedagogical implications, this study underscores the significance of systematic instructional preparation, curricular alignment, and guidelines from educational institutions to incorporate ChatGPT into ELT classrooms
Co-Authors Anggun Citra Sari Dewi Dedi Sofyan Dona Rahma Fitri E. Taufik Akbar Azwar