Edukasi: Jurnal Pendidikan dan Pengajaran
Edukasi: Jurnal Pendidikan dan Pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of Education in general and English, Indonesian, and other language education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: Education in general, English or Indonesian 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. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field.
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<![CDATA[Learning Culture in Islamic Boarding Schools: The Exploratory and Confirmatory Factor Analysis ]]>
<![CDATA[Robin Pratama]]>;
<![CDATA[Okky Wulandari]]>;
<![CDATA[Robi Hendra]]>;
<![CDATA[Siti Amanah]]>
<![CDATA[ Edukasi Vol. 8, No. 2, Dec 2021 ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v8i2.8570
<![CDATA[This research was intended to test the instrument’s validity with data using exploratory factor analysis (EFA) using SPSS 23.0 to determine the structure and explore the factors in the indicator Learning Culture Variable. Confirmatory Factor Analysis (CFA) First Order was carried out to verify the factorial validity of the Learning Culture construct and to determine the nature of Learning Culture in the context of Islamic Boarding Schools in Jambi City. By using random sampling, a total of 162 samples were taken to test the quality of the instrument from 534 main respondents, namely teachers at Islamic boarding schools in Jambi City who were involved in the main research. This quantitative study used a cross-sectional survey design to analyze the factor structure of the Learning Culture variable. Quantitative data were analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using SPSS 23 and AMOS 18. The findings of this study are that EFA produces a similar structure from previous studies and this study. The CFA approach verified that the Learning Culture Variable questionnaire was satisfactory for Islamic boarding school teachers in Jambi City, Indonesia. This study explains that establishing validity is an important step for developing a scientific scale for measuring the questionnaire. The construct validity has substantially increased over time and through many previous studies. This scale requires further adjustments to increase the reliability and the ability to explain differences associated with constructs measured in different contexts, cultures and conditions.]]>
<![CDATA[Students’ Perceptions on the Use of Google Classroom in Writing Activities: A Case Study ]]>
<![CDATA[Adeliya Lestari]]>;
<![CDATA[Manalulaili Manalulaili]]>;
<![CDATA[Winny Agustria Riznanda]]>
<![CDATA[ Edukasi Vol. 8, No. 2, Dec 2021 ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v8i2.9716
<![CDATA[Google classroom is an application for online learning and teaching. The objective of this study was to find out the students’ perceptions on the use of google classroom in writing activities at SMAN 3 Lubuklinggau. The qualitative research method with a case study research design was used in this study. The participants of this study were six students who were obtained by using a maximum variation sampling based on teacher’s recommendation. The study used interview and thematic analysis was selected as analyzing the data in developing categories and sub-categories of the data. The findings showed that there were positive and negative perceptions on the use of Google Classroom in writing activities. They were (1) being easy to acces, (2) saving time, (3) getting feedback, (4) being easy to post writing assignments, (5) having lack of interaction, and (6) increasing problem in writing. The results showed that google classroom used in online learning had advantages and disadvantages for students in learning writing.]]>
<![CDATA[EFL Students’ Digital Literacy: Barriers to Development and Effective Web Application Programs ]]>
<![CDATA[Annisa Luthfia Dayu Rahmah]]>;
<![CDATA[Eryansyah Eryansyah]]>;
<![CDATA[Sary Silvhiany]]>
<![CDATA[ Edukasi Vol. 8, No. 2, Dec 2021 ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v8i2.9733
<![CDATA[This study was a mixed method research which was aimed to examine EFL students' digital literacy skills, as well as the factors impacting their growth and effective web application programs for enhancing their digital literacy skills. This study was conducted at a state-owned university in South Sumatra Province where the participants involved were the sixth semester students of English Education Study Program students from the university. Questionnaires (adapted from Ravitz, 2014) and interviews were used to gather data for the study. The questionnaire data were collected and analyzed using Google form while the interview data were collected through Zoom meetings and were analyzed using thematic analysis. Based on the findings of this study, the vast majority of sixth semester English Education Study Program students were in good to excellent level of digital literacy. More than half of them believed that the lack of digital devices on campus was the most significant problem impeding their development of digital literacy abilities. Furthermore, the vast majority of the participants (90,3%) thought YouTube was the most influential web application program for improving their digital literacy skills.]]>
<![CDATA[Teaching English to Visually-Impaired Students: An Analysis of Teacher’s Problems ]]>
<![CDATA[Lenny Marzulina]]>;
<![CDATA[Dian Erlina]]>;
<![CDATA[Muhamad Holandiyah]]>;
<![CDATA[Kasinyo Harto]]>;
<![CDATA[Herizal Herizal]]>;
<![CDATA[Rizqy Dwi Amrina]]>;
<![CDATA[Nopalia Nopalia]]>
<![CDATA[ Edukasi Vol. 8, No. 2, Dec 2021 ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v8i2.9742
<![CDATA[The aim of this study was to find out the teachers’ problems in teaching English to visually-impaired students. The participants of the study were two English teachers at one special school in Palembang, Indonesia. A qualitative research design with a case study method was applied in this research. Interviews and document analysis were conducted to gain in-depth information and understanding on the subject, while thematic analysis was used to analyze and describe the collected data. Triangulation and member checking were used to assess the trustworthiness of the research results. The results indicated that the main problems encountered by the teachers in teaching English to visually-impaired students were associated with time management, students’ attitude and behavior, lack of instructional materials and equipment, and poor classroom condition.]]>
<![CDATA[Course Review Horay, Explanation, and Critical Thinking Skills: Their Interaction Effect on EFL Learners’ Grammar Competence ]]>
<![CDATA[Mukminatus Zuhriyah]]>;
<![CDATA[Maskhurin Fajarina]]>
<![CDATA[ Edukasi Vol. 8, No. 2, Dec 2021 ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v8i2.9785
<![CDATA[The purpose of this study was to look at whether or not there was an interaction effect among CRH, the explanation, and the students’ CTS implementation toward the learners’ grammar competence. The sample of this factorial 2x2 study was the second-semester students of two non-English department classes of education faculty of a university in Jombang. The instruments used were an argumentative essay test for classifying the students’ CTS and the grammar test for measuring their grammar competence in CRH and the explanation classes. The sstudents’ grammar scores from both classes were analyzed using ANOVA and TUKEY tests. The results showed that CRH, the explanation, and the students’ CTS had an interaction effect on the EFL learners’ grammar competence.]]>
<![CDATA[Problem-Based Learning, Character Education Approach, and the Impacts on the Students’ Entrepreneurial Attitudes and Critical Thinking Skills ]]>
<![CDATA[Dewi Maulinda]]>
<![CDATA[ Edukasi Vol. 8, No. 2, Dec 2021 ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v8i2.9956
<![CDATA[This study aimed to determine the effect of implementing learning as well as producing a more effective, efficient, and meaningful economic learning through the application of problem-based learning in the Economic subject with a character education approach and its impact on the student's entrepreneurial attitudes and critical thinking skills. The research subjects were 80 students of the twelfth (XII) grade of Social Sciences in one madrasah in Jambi City. This research was a quasi-experiment with a control group design pretest-posttest design. The data collection used tests. The data analysis technique used a quantitative analysis. The results of the study indicated that there was an increase in student's character in the experimental class, entrepreneurial attitudes, and critical thinking skills compared to the control class group. Also the findings showed that students had a very good character in the experimental class, were able to think critically, and showed a truly entrepreneurial attitude compared to the control group.]]>
<![CDATA[Teaching Speaking through Story Telling: The Case of a Junior High School ]]>
<![CDATA[Yelia Yelia]]>;
<![CDATA[Vera Wahyuni]]>;
<![CDATA[Rachmawati Rachmawati]]>;
<![CDATA[Dony Efriza]]>
<![CDATA[ Edukasi Vol. 8, No. 2, Dec 2021 ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v8i2.10896
<![CDATA[This collaborative classroom action research described the use of storytelling in teaching English speaking. The subjects of the research were 13 junior high school students at SMP Laboratorium STKIP Jambi, Indonesia. The qualitative data consisted of field notes, students’ diaries, photographs, and videos of teaching and learning process collected through observations and analyzed descriptively. The quantitative data were the students' scores in their English speaking performance generated through speaking tests and analyzed by using Microsoft Excel. The findings showed that the use of storytelling in teaching speaking could attract students’ attention to the lesson and encourage them to speak English. Pronouncing words, constructing sentences, and retelling the story could enhance students’ speaking performance. The students’ mean scores in their speaking performance tests got a significant improvement from cycle to cycle.]]>
<![CDATA[EFL Students' Course Content Practices between Conventional and Blended Learning ]]>
<![CDATA[Hadiyanto Hadiyanto]]>
<![CDATA[ Edukasi Vol. 8, No. 2, Dec 2021 ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v8i2.11044
<![CDATA[Blended learning has increasingly been applied in higher education. The present study investigated the students' perception toward the practices of course content between conventional and blended learning. The study's design was a survey design conducted on second and third-year students. The students perceived that blended learning allows a wider chance to students to explore and practice their course knowledge and skills than conventional learning. Furthermore, the students perceived that the practices of course knowledge and skills in blended learning significantly contributed to their CGPA. However, the course knowledge and skills practices in conventional learning yielded a low effect on students' CGPA. This study implicates that applying blended learning in a course optimizes EFL students' course content competencies and increases their CGPA.]]>
<![CDATA[Measuring Indonesian EFL Learners’ English Vocabulary Knowledge: A Rasch Analysis Approach ]]>
<![CDATA[Dairabi Kamil]]>
<![CDATA[ Edukasi Vol. 8, No. 2, Dec 2021 ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v8i2.11091
<![CDATA[This study sought to, first, measure Indonesian EFL learners’ vocabulary knowledge across four modalities, i.e. Active Recall, Passive Recall, Active Recognition, and Passive Recognition; second, determine whether or not there were statistically significant differences between male and female participants’ vocabulary knowledge and third, determine whether or not the participants’ vocabulary knowledge across the four modalities were correlated. Data were collected by administering four sets of vocabulary tests to 71 EFL learners at an English Department of a higher education institution in Indonesia. Data were analyzed using Rasch analysis and Spearman's-Rho correlation technique. The results showed that the participants performed better on the recognition tests than on recall tests. No statistically significant difference was found between male female participants’ vocabulary knowledge. Moderate and strong correlations were found among the participants’ Passive Recall and Active Recognition, Passive Recall and Passive Recognition, and Active Recognition and Passive Recognition.]]>
