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EEdJ: English Education Journal
Published by IAIN Syaikh Abdurrahman Siddik Bangka Belitung
ISSN : -     EISSN : 28072065     DOI : https://doi.org/10.32923/eedj.v4i1.4341
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
Aim: EEdJ: English Education Journal publishes a majoring of multidisciplinary educational scientific articles in English language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. Articles can be in the format of a of a research report, conceptual paradigm, or book review. Scope: EEdJ: English Education Journal welcomes papers about theory, method, and research in: English Education; English Teaching and Learning; Curriculum Development; Material Design; English for Specific Purposes; Cross-Cultural Understanding; Technology in Language Learning; Teaching and Learning Evaluation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 45 Documents
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Students’ Behavior and Vocabulary Achievement: The Correlation in Learning English Agusma, Inda
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/xx0gwf51

Abstract

This study aims to find out the students’ behavior in learning discipline towards vocabulary achievement and the correlation of these in eleventh grade students at SMA Negeri 1 Kelapa. The research method used is quantitative with correlational design. The data were collected from questionnaire on students’ behavior and test of vocabulary. The data collection technique was carried out using questionnaire on students’ behavior towards learning which was already validity at school. A total of 20 statement items were declared valid and declared reliable, because the results of rcount > rtable were 0,749 > 0,361. The test using vocabulary test of eleventh grade in students in Vocabulary achievement. The total of 24 questions of vocabulary test items were declared valid and reliable the result was 0,805 > 0,361.The data were analyzed using Pearson’s Product-Moment Correlation. The results showed that rxy (0.477) was higher that table at 5% significant level (0.320) which considered that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. There was a significant correlation between students’ behavior and students’ English achievement. The students’ behavior and vocabulary achievement showed positive correlation with the majority of level grade showed a strong correlation category.
Utilizing Picture Series to Boost Writing Ability of Upper-Secondary Students Amelia, Rahma Rizqina; Nirmala, Nirna
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: 10.32923/3hecyb74

Abstract

This study aims to determine the effect of picture series on students' writing abilities and to determine their responses to the use of picture series in improving the ability to write recount texts in class X SMA Daarul Muttaqien 2 in the academic year 2022/2023. This study used quantitative methods with pre-experimental design. The samples used in this study were 48 students in the experimental class. Data were collected by using the test (pre-test and post-test) and questionnaire. Data analysis done by using Shapiro-Wilk showed the value of Asymp.Sig (2-tailed) was 0.000, less than 0.05. Therefore, it can be concluded that the working hypothesis (Ha) is accepted, while the null hypothesis (Ho) is rejected. This means that the use of picture series had a significant effect on improving students' writing ability. The findings indicated that using the pictures series helped students improve writing ability, especially to decrease error rates of word placement. It made students more confident and enjoyed English writing texts due to the use of picture series as an effective medium in learning. As a result, it is advised for English teachers to choose relevant picture series to meet the objectives to improve students' writing abilities.
Investigation on the Use of Artificial Intelligence in Reading Comprehension Class in Indonesian Setting Pratiwi, Aisyah; Lestari, Ria
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/qp2e0687

Abstract

This research aims to explore the use of AI in reading comprehension classes in Indonesia. This explorative research uses various references to gain a conclusion on the investigation of AI used in teaching reading comprehension. The use of artificial intelligence in reading comprehension classes in Indonesia offers significant benefits, including personalized learning, material accessibility, fast feedback, and increased student engagement. However, challenges such as lack of infrastructure, teacher training, and concerns about data privacy need to be addressed to maximize the potential of AI in education. Various successful implementation examples show that with the right support, AI can be an effective tool in improving students’ reading comprehension in Indonesia. Therefore, it is important for all stakeholders to collaborate in creating a learning environment that supports the use of this technology.
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.
Enhancing Students’ Reading Comprehension through Gimkit at the 10th Grade Students of SMKN 1 Pangkalan Baru Agustina, Mely
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/b2c7dg92

Abstract

This study aimed to investigate whether there was a significant difference in students' reading comprehension between those taught using Gimkit and those who were not, as well as how does students' reading comprehension differ before and after implementing Gimkit at the 10th grade of SMKN 1 Pangkalan Baru. The research employed a quasi-experimental design with a pre-test and post-test control group involving 67 tenth-grade students of SMK Negeri 1 Pangkalan Baru. The participants were divided into two groups: 34 students in the experimental group and 33 in the control group. Both groups were given a pre-test and post-test focusing on short functional texts to measure their reading comprehension skill. The data were analyzed using t- tests in SPSS 26. The statistical analysis showed that the mean post-test score for the experimental group was 87.50, while the control group scored 59.85. The mean difference between the two groups was 27.653, with a standard error of 4.828. The Sig. (2-tailed) value was 0.000, and the t-obtained = 5.728, which was higher than the critical value of t-table = 2.00 at the 0.05 significance level with 65 degrees of freedom. Therefore, the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was accepted. This means there was a significant difference in reading comprehension between students taught using Gimkit and those who were not. In conclusion, the use of Gimkit had a significant enhancement on the students' reading comprehension

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