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All Journal E-CLUE Journal of English Culture, Language, Literature and Education Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung
Awaludin Rizal
Universitas Khairun
Education Languange, Linguistic, Communication & Media

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The Students’ English Achievement, Perception and Attitude in English Language Teaching Ali Ajam; Awaludin Rizal; Safrudin Sahmadan; Ridayani Ridayani
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i2.6578

Abstract

This correlation study aims to determine the following: 1) Students' attitudes toward learning English are significantly correlated with achievement. 2) Achievement and the quality of the English curriculum is strongly correlated with students' perceptions of it. 3) Achievement is significantly connected with opinions of the effectiveness of the English classroom and attitudes toward learning the language. 276 data made up the population of this study. One class out of the seven was chosen using a random cluster sampling method. In one session, thirty pupils were eligible for the analysis. A perception survey, an attitude survey, and an achievement test were among the tools used to obtain the data. Students' perceptions of the caliber of English instruction and attitudes toward learning English were gathered using the perception and attitude questionnaires. The perception and attitude questionnaire results were utilized to forecast English proficiency. The data were analyzed with the use of numerous correlations and SPSS12 in order to accomplish the three goals of the current study. The findings supported the notion that attitudes toward learning English and English achievement correlate with perceptions of English instruction's effectiveness. The result of the computation of multiple correlation coefficients (R) is .767 and the correlation coefficient (R2) is .588. Therefore, perception and attitude "accounted for" 58.8% of the achievement, leaving the remaining 41.2% unaffected by either.  According to the findings, recommendations are made to EFL teaching professionals and other academics who wish to look into the subject more in the future. These recommendations speak to the value of preserving perception and attitude in order to raise students' English achievement.
The Students’ English Achievement, Perception and Attitude in English Language Teaching Ali Ajam; Awaludin Rizal; Safrudin Sahmadan; Ridayani Ridayani
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i2.6578

Abstract

This correlation study aims to determine the following: 1) Students' attitudes toward learning English are significantly correlated with achievement. 2) Achievement and the quality of the English curriculum is strongly correlated with students' perceptions of it. 3) Achievement is significantly connected with opinions of the effectiveness of the English classroom and attitudes toward learning the language. 276 data made up the population of this study. One class out of the seven was chosen using a random cluster sampling method. In one session, thirty pupils were eligible for the analysis. A perception survey, an attitude survey, and an achievement test were among the tools used to obtain the data. Students' perceptions of the caliber of English instruction and attitudes toward learning English were gathered using the perception and attitude questionnaires. The perception and attitude questionnaire results were utilized to forecast English proficiency. The data were analyzed with the use of numerous correlations and SPSS12 in order to accomplish the three goals of the current study. The findings supported the notion that attitudes toward learning English and English achievement correlate with perceptions of English instruction's effectiveness. The result of the computation of multiple correlation coefficients (R) is .767 and the correlation coefficient (R2) is .588. Therefore, perception and attitude "accounted for" 58.8% of the achievement, leaving the remaining 41.2% unaffected by either.  According to the findings, recommendations are made to EFL teaching professionals and other academics who wish to look into the subject more in the future. These recommendations speak to the value of preserving perception and attitude in order to raise students' English achievement.
The Effects of Electronic Storybook on EFL Students' Reading Performance Awaludin Rizal; Ridayani; Safrudin Sahmadan; Ali Ajam
Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung 2024: Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung
Publisher : Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigated the effect of electronic books on EFL students Reading performance. A quantitative study with a quasi-experimental design was implemented through applying electronic books as instruments. The study adopts a pre-post control group design where each twenty students were randomly assigned to either a control or an experimental group. Students of the experimental group were instructed by using electronic books approach, whereas, the control group received traditional treatment such as grammar translation method. The study results showed that using the electronic storybook on EFL students can significantly raise students' reading performance, with a discernible difference in effectiveness between the experimental and control groups. The study sheds lighter on the value of using electronic books to promote reading performance in an EFL classroom. Additionally, the study makes recommendations for EFL teachers on how to make the application of this method in their lesson plans more effective.
Co-Authors Ali Ajam Ridayani Ridayani Ridayani Safrudin Sahmadan Safrudin Sahmadan