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All Journal JEELL (Journal of English Education, Linguistics and Literature)
Tatik Irawati
Universitas PGRI Jombang
Education Languange, Linguistic, Communication & Media Other

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THE EFFECTIVENESS OF USING PIXTON.COM IN WRITING STORYBOARD OF JUNIOR HIGH SCHOOL Isti Chomah; Tatik Irawati
JEELL (Journal of English Education, Linguistics and Literature) Vol. 11 No. 1 (2024): JEELL Volume 11 Number 1 September 2024
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/3p48bm46

Abstract

This study explores the effectiveness of Pixton.com in improving English writing skills among eighth-grade students. Using a quasi-experimental design, the research compares an experimental group that used Pixton.com with a control group that used conventional teaching methods. The focus was on students' ability to write storyboards about daily routines. The study involved two classes of eighth-grade students at MTs UW, selected based on teacher recommendations, with data collected through pre-test and post-test assessments. The results, analyzed using SPSS 25, revealed that the experimental group outperformed the control group, demonstrating a significant improvement in writing skills. The ANCOVA test further confirmed this significant difference, showing that Pixton.com had a positive impact on students' writing performance. The study also found that Pixton.com increased students’ motivation, creativity, and engagement in the writing process. Based on these findings, the study concludes that Pixton.com is an effective digital tool for enhancing students’ writing abilities and fostering a more interactive and engaging learning environment. Recommendations for English teachers include incorporating Pixton.com in writing lessons to improve language proficiency. Further research is suggested to investigate its broader applications in other educational contexts.
TEENS, TEXT, AND TECHNOLOGY: THE PERCEPTION OF HIGH SCHOOL EFL WRITERS OF ARTIFICIAL INTELLIGENCE Luthfia Yuha Rofiidah; Tatik Irawati
JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 3 (2025): JEELL Volume 12 Number 3 Oktober 2025
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v12i3.102

Abstract

This study investigated senior high school EFL students’ perceptions of artificial intelligence (AI) in English writing activities. The study employed a qualitative descriptive design with purposive sampling involving eight EFL students in Jombang Regency who had prior experience using AI. Data were collected through open-ended questionnaires distributed via Google Forms and analyzed using thematic analysis. The results revealed two main themes: Academic Writing Support and Usability and Accessibility. Students perceived AI as beneficial for generating ideas, improving grammar, enhancing sentence clarity, organizing writing structures, increasing writing efficiency, and boosting their writing confidence. They also considered AI tools easy to learn, accessible across devices, and suitable for self-directed learning, although minor technical issues and concerns about dependence were noted. Beyond extending the constructs of perceived usefulness and ease of use from the Technology Acceptance Model, the results highlighted AI’s role as both a cognitive and emotional support system in writing. The study concluded that AI functioned not only as a technical aid but also as a reflective learning partner, shaping students’ autonomy and identity as writers. These insights suggested that AI could be integrated effectively into English language learning, provided that it is used ethically and supported by pedagogical guidance.
Co-Authors Isti Chomah Luthfia Yuha Rofiidah