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All Journal Journal of English Language Teaching Al Ishlah Jurnal Pendidikan
Wiji Kholifah
Universitas Negeri Padang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Technology Acceptance Model (TAM) of Magic Book Augmented Reality by Hippo as a Reading Medium for Junior High School Students in Padang: A Study of Students’ Perception Wiji Kholifah; Nora Fudhla
Journal of English Language Teaching Vol 12, No 2 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i2.122643

Abstract

The language learning process in today's modern era certainly requires technology-based learning media that supports learning. Magic Book Augmented Reality by Hippo is a technology that can be used to support the English learning process. The purpose of this study was to learn about students' perceptions of the use of Magic Book Augmented Reality by Hippo based on the Technology Acceptance Model (TAM), using two indicators; Perceived Ease of Use (PEOU) and Perceived Usefulness (PU). The population of this study was students in the ninth grade at SMP Negeri 20 Padang during the academic year 2023/2024. This study used convenience sampling with a total sample of 30 students. This study was conducted as a descriptive study, and the data were analyzed using a quantitative methodology. Based on the data collected using the questionnaire as an instrument, it is possible to conclude that using Magic Book Augmented Reality by Hippo as a reading medium for learning English based on the Technology Acceptance Model (TAM) resulted in very positive perceptions by the students. Students also had very positive perceptions of the ease of use and usefulness of Magic Book Augmented Reality by Hippo in the context of learning English narrative text.
Harnessing AI for Writing Excellence: Exploring ToolBaz.com and Gender Differences in Enhancing Twelfth Graders' Narrative Skills Wiji Kholifah; Hamzah Hamzah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6563

Abstract

This study investigates the effectiveness of ToolBaz.com, an AI-based writing tool, in enhancing narrative text writing skills among grade XII students at SMAN 3 Padang, Indonesia. Given the increasing integration of AI in education, this research aims to determine whether AI-assisted writing tools improve student performance compared to traditional methods. A quasi-experimental design was employed, involving an experimental group that used ToolBaz.com and a control group using a non-AI tool. Writing performance was assessed through pre- and post-tests. Data were analyzed using an independent t-test and two-way ANOVA to measure the tool's impact and gender-based differences. Findings indicated a statistically significant improvement in writing scores in the experimental group (M = 80.12) compared to the control group (M = 75.37, p = 0.032). Additionally, the experimental group exhibited a lower standard deviation, suggesting more consistent learning outcomes. Gender-based analysis showed no significant differences, indicating that ToolBaz.com provides equal support for both male and female students. The results suggest that AI-based tools can enhance writing performance by offering personalized scaffolding and structured feedback, leading to more effective learning. The consistency in learning outcomes further highlights AI's role in reducing disparities in writing proficiency. AI-assisted writing tools have the potential to revolutionize writing instruction in secondary education. Further research, including longitudinal and qualitative studies, is recommended to assess long-term effects and students' perceptions of AI-based learning interventions.
Co-Authors Hamzah Hamzah Nora Fudhla